USING TECHNOLOGY WHEN NO TECHNOLOGY IS AVAILABLE

When working with education in a country or region with large social differences the educator faces difficulties in obtaining technological resources, even though he or she possesses the knowledge and training to work with technology in case it were available. There is government incentive on the use of technology in the classroom and information and training is vastly offered. However, the schools are no able to provide equipment as fast as teachers and professors acquire and are trained in using technology for teaching. These professionals become limited and often feel paralyzed because of the lack of equipment and have to use old and outdated methodologies. We propose here that appropriate identification and isolation of the facilitating elements technology provides to teaching can help professionals on adapting these elements to their real work environment, even if it is a classroom with no electronic equipment whatsoever, which is the reality in the major part of the schools in the Northeast region of Brazil. Several studies have shown the advantages of using technology in education, as well as hybrid forms of using technology and traditional material, and this has been widely accepted. We propose here strategies for transforming the electronic advantages in non-electronic adaptations that used technology as basis and inspiration, and that provides educators with no electronic resources to still take advantage of technology.